Can Literature Be Taught in the ESL Classroom

Literacy is about more than reading and writing - it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Being literate is a key aspect in life, hence why throughout student’s lives, reading is so important and so valued. A variety of famous literature are part of history, and many other famous novels take place in historic time periods, such as the Ancient Greek Era, The Great War, and The Great Depression. One truly known example of a masterpiece in literature is the novel “To Kill a Mockingbird” by Harper Lee. In the tenth grade english curriculum, literature is one of the main focuses (considering the “OSSLT”). The curriculum includes a variety of well-known novels students read in the course. Inquiry and research into

As an English teacher, you must agree that books and literature are a form of entertainment. It could be predicted that many in your career read several novels a month. If books are part of this society-crippling construct, then why would they be used excessively in your curriculum? 1984, usually read during the sophomore year, has taught generations the dangers of authoritarianism, the importance of self-expression, and can still be applied to modern society. One must concede to the idea that books, as a form of entertainment, are educational. Many children’s shows seen on Nick Jr and the Disney Channel serve to teach kids basic skills: sharing, counting, spelling, speaking. Not only do these programs give children skills necessary for growing up, it teaches morals and tells stories kids enjoy watching. It may seem like children are obsessed with their TV shows, but in reality, they are being educated.

Literature is at the heart of the Australia English Curriculum and is integral to the teaching of language and literacy. Discuss how the children’s literature can be used to develop an understanding of the components of the language?

However, new language learners most face some difficult and boredom in reading, so teachers should try to give students books that can attract students interest and curiosity. Reading stories and novels can create great interest and suspense that ELL student’s need. Through my reading to this book ‘Their Eyes Were Watching God’ I strongly recommend it as one of these books that can benefit ELS students. According to Krashen (1993) reading is an effective way to increasing and improving improve spelling, grammar, and writing for ELL students, especially reading for pleasure. Krashen also said that students who read for pleasure have better reading comprehension, writing style, and increasing vocabulary. The author also emphasized that the best way to develop Vocabulary is through real encounters words within context (Krashen,

How can literature be used to support and develop language and literacy for students in the primary years? Rationalise the use of the text (chosen literature) and literature more generally for developing language and literacy in relation to the target year level and give examples from your text.

Based on the title of the publisher and their various publications, we can assume that the broad audience of the article are people with an interest in literature itself. However, due to the vast amount of detail and description in the article, we can quite safely derive that the narrow audience are people directly involved in education. While the article seems promising to high school and college students, it is not limited to

Literature is studied throughout most grades, from high school to college. Teachers have different ways of exposing their students to the curriculum. Literature should be used as a way for students to be able to personalize and create connections with the piece of work.

This chapter focuses on the versatility of the ELL within our classrooms. There are a couple points that are highlighted within the article, but the main focus seemed to be around assessment of the student and the instruction. Those were two components that defined how the student would be instructed to get the best outcome for improvement in English proficiency in literature and language. Although each ELL student has their own unique pattern, they may align with a general profile characteristic, which can lead the teacher in the general direction that will hopefully best fit the need of that student. Then the instruction process is just as tedious as the assessment, but is necessary for the student to continue advancing within their classes.

Content and curriculum of this class focused on exploring and examining literature from other countries and foreign authors. Students were to find applications of these writings in their own life and society. Assessments in the class were done in a variety of ways: creating a storybook, writing an essay, answering questions on a worksheet, and more. The diversity of options allowed each student to use their individual skills and fostered creativity and critical thinking. Not only does the teacher address student and cultural diversity in this class, but she also better informs students about the world. World literature teaches students the value of knowledge and understanding and challenges them to form opinions based on their newly-acquired

My progress in ECCE 2115 Language Arts and Literacy course has been a fast but a great one. I knew it was important to read to children starting from as early as birth, but I did not know there were some many ways of doing so. I have gained some great insight on skills I can use in my future child care center to develop a love for reading, writing, and spelling at an early age. I will not only use the skills taught in the course with my three children, but I will use them with the many children I come in contact with in my early child care career as well.

Literature teaches cultural awareness that can foster an understanding and tolerance for others. It provides education for the whole person motivating people to use their imagination and be creative. Literature engages emotions and helps develop empathy for others. In addition to building a rich vocabulary it also fosters language awareness. Teacher pedagogy plays an important factor in making the decision on which titles to use. There are many advantages of using classic literature in the classroom. It aligns with the educational standards outlined in the Common Core standards to encourage rigorous English and Language arts skill development. It is a excellent match for the text complexity that students needs to attain these goals however, if students are not interested in the subject of these books or if they are not academically prepared to find success in the reading then the assignment can turn into a negative experience which can result in aliteracy. Modern young adult literature also has a plethora of advantage for students. More modernized characters and themes are easier for students to connect with and make it easier to build literacy skills and use literacy

I find your report interesting, especially the fact about the school board, I wish the realize how they affecting many students literacy. I believe that they should let the students choose their own book to read because in my case a well, I saw this as a hindered factor to my literacy. It interfered my literacy by discouraging me read, it took out the fun of reading. I'm glad that you had someone who helped you see how amusing reading while learning can be. In conclusion, any books can enhance owns literature, it just need to be interesting which would make them want to read more and as we all know the more you read the more knowledge you get.

The journal article discussed the impact teachers can have on students’ academics if they include popular culture text in the classroom to draw upon the social culture practices of their students. The authors examined the use of popular culture to address problems in the field of literacy education. The article supports the use of popular culture can be used as one of the main sources to bridge the gap traditional academic text and incorporating culturally responsive literacy pedagogy in the classroom. The authors focus is to promote popular text and academic text that equally facilitate learning skills that are sensitive to diverse cultures.

While the 1940s saw the ‘Golden Age’ of Comics, the Graphic Novel (GN), a sub-set of comics is now the fastest growing book genre in the US. The potential pedagogical value of Comics and GNs have caught the attention of the English Language Teaching (ELT) community. In the last decade many experimental language instructors have realised that Comics and GNs can be a valuable teaching tool in the classroom that can facilitate Basic Interpersonal Communicative Skills (BICS) as well as Intercultural Communicative Competence (ICC) in learners. Though there is substantial research expounding the advantages of using Comics and GNs for ELT, these texts have not yet become an integral part of school and college curricula. Against such a background this paper highlights the reasons why it is imperative that the Indian education system should include Comics and GNs in the language learner’s curriculum. Authentic texts like Comics and GNs will help in acquiring language proficiency by increasing learner motivation, facilitating contextual understanding, elucidating on conversational maxims and providing input on cultural interactions. The narrative material of Comics and GNs is so diverse that it can appeal both to young and adult learners, while reducing affective filters and encouraging multimodal reading skills.

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and